Collaborative learning is based on the epistemic pre-assumption that knowledge can be created when a group of learners share their understanding and experiences in an interactive learning environment. Collaborative learning is basically rooted in theory “zone of proximal development” (ZPD) proposed by Russian social constructivist Lev Vygotsky (1896 – 1934). According to this theory the potential capability of an individual can be developed in social interaction and with the help of other capable peers or instructors. Distance education through web-based social platforms or networked digital communication has been increasingly used to establish and enhance collaborative learning (e.g., Diaz, 2000; Palloff & Pratt, 1999). This trend is referred to as “land rush” (Molenda & Harris, 2001, p. 6) to access to online education. Molenda and Harris (2001) stated that more than 60 percent of all USA colleges and universities have internet based courses.

Online education for conducting courses in universities has various designs depending on its purpose: web-based, web-organized and web-based instruction. In web-based the entire materials and instruction is presented with internet; web-organized deals primarily with organizing the administrative structure of the courses and web-enhanced provide an internet platform including additional supportive materials to complement face-to-face instruction in order to enrich learning environment. Regardless of the type of online education, many researchers are interested in evaluating the quality of learning from different perspectives in virtual education (Gilbert, 2004; Graves, 2004; Keeton, 2004). In line with this body of research, the main task of this study was to examine the learning conditions of a “web-enhanced” course from students’ perspectives. To scrutinize this task the following research questions were addressed:

-          To what extend did students collaborate with each other and regulate their learning tasks autonomously in the web-enhanced course?

-          How did student perceive the quality and the relevance of web-enhanced instruction?

Diaz, D. P. (2000, March/April). Carving a new path for distance education research. The Technology Source. Retrieved October 26, 2004, from http://ts.mivu.org/default.asp? show=article&id=648 Gilbert, S. W. (2004). If it ain’t broke, improve it: Thoughts on engaging education for us all. Journal of Asynchronous Learning Networks, 8(1). Retrieved October 26, 2004, from http://www.sloan-c.org/publications/jaln/v8n1/v8n1 gilbert.asp Graves, W. H. (2004). Academic redesign: Accomplishing more with less. Journal of Asynchronous Learning Networks, 8(1). Retrieved October 26, 2004, from http://www.sloan-c.org/publications/jaln/v8n1/v8n1 graves.asp Keeton, M. T. (2004). Best online instructional practices: Report of phase I of an ongoing study. Journal of Asynchronous Learning Networks, 8(2). Retrieved October 26, 2004, from http://www.sloan-c.org/publications/jaln/v8n2/v8n2 keeton.asp Molenda, M., & Harris, P. (2001). Issues and trends in instructional technology. In R. M.Branch & M. A. Fitzgerald (Eds.), Educational media and technology yearbook (Vol.26, pp. 3–15). Englewood, CO: Libraries Unlimited Palloff, R. M., & Pratt, K. (1999). Building learning communities in cyberspace: Effective strategies for the online classroom. San Francisco: Jossey-Bass Publishers. Walker, S., & Fraser, B. (2005). Development and validation of an instrument for assessing distance education learning environments in higher education: the distance education learning environments survey (DELES) Learning Environments Research: (8) pp 289–308.